LEADER 04160nam 22006371 450 001 9910825899503321 005 20120313113021.0 010 $a1-4725-4119-7 010 $a1-4411-4757-8 024 7 $a10.5040/9781472541192 035 $a(CKB)3230000000213941 035 $a(OCoLC)880457496 035 $a(CaPaEBR)ebrary10867312 035 $a(SSID)ssj0001196944 035 $a(PQKBManifestationID)12510873 035 $a(PQKBTitleCode)TC0001196944 035 $a(PQKBWorkID)11177362 035 $a(PQKB)10534003 035 $a(Au-PeEL)EBL1748279 035 $a(CaPaEBR)ebr10867312 035 $a(CaONFJC)MIL615715 035 $a(OCoLC)893331099 035 $a(OCoLC)944225662 035 $a(UtOrBLW)bpp09256832 035 $a(MiAaPQ)EBC1748279 035 $a(EXLCZ)993230000000213941 100 $a20140929d2011 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLearning, teaching, and education research in the 21st century $ean evolutionary analysis of the role of teachers /$fJoanna Swann 205 $a1st ed. 210 1$aNew York, NY :$cContinuum International Pub. Group,$d2011. 215 $a1 online resource (282 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-4411-6317-4 311 $a1-4411-6126-0 320 $aIncludes bibliographical references and index. 327 $aAcknowledgements -- 1. The Purpose of this Book -- Part I: Learning -- 2. The Challenge of an Evolutionary Analysis of Learning -- 3. What Happens When We Learn -- 4. Addressing Some Problematic Ideas About Learning -- Part II: Encouraging Learning -- 5. What Promotes and What Inhibits Learning -- 6. Against the Intensive Use of Prescribed Curricula with Children and Adolescents -- 7. Developing Student-Initiated Curricula -- Part III: Developing Teaching -- 8. Research and the Development of Teaching -- 9. Developing a Popperian Science of School Teaching -- 10. Improving Our Practices as Teachers -- 11. Teaching for a Better World -- References -- Index. 327 $aThe purpose of this book -- The challenge of an evolutionary analysis of learning -- What happens when we learn -- Addressing some problematic ideas about learning -- What promotes and what inhibits learning -- Against the intensive use of prescribed curricula with children and adolescents -- Developing student-initiated curricula -- Research and the development of teaching -- Developing a Popperian science of school teaching -- Improving our practices as teachers -- Teaching for a better world. 330 $a"Learning, Teaching and Education Research in the 21st Century draws on Karl Popper's evolutionary epistemology and challenges widespread assumptions about learning, teaching and research that are embedded in the practices of many teachers and in the design of most education institutions worldwide. Joanna Swann argues that to promote the growth of learning we need to encourage children and adolescents to exercise and develop creativity and criticality, and that we need to provide and maintain environments in which they can safely engage in self-initiated and self-directed exploratory activity. In accessible and engaging language, the author presents philosophical arguments that support the defence and development of non-authoritarian approaches to learning and teaching that can be used by individuals and groups working in or outside state-funded schools. In particular, she provides tried-and-tested guidelines for student-initiated curricula and a problem-based methodology for professional development and action research."--Bloomsbury Publishing. 606 $aLearning$xPhilosophy 606 $aTeaching$xPhilosophy 606 $2Moral & social purpose of education 615 0$aLearning$xPhilosophy. 615 0$aTeaching$xPhilosophy. 676 $a370.1 700 $aSwann$b Joanna$01625158 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910825899503321 996 $aLearning, teaching, and education research in the 21st century$94120425 997 $aUNINA